京都大学 / 0048 / 新制・課程博士 / 博士(農学) / 甲第22896号 / 農博第2439号 / 新制||農||1083(附属図書館) / 学位論文||R3||N5316(農学部図書室) / 京都大学大学院農学研究科森林科学専攻 / (主査)教授 德地 直子, 教授 神﨑 護, 教授 吉岡 崇仁 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DGAM

This thesis reviews the participation of Tłı̨chǫ women in the environmental assessment (EA) of the NICO project proposed by Fortune Minerals Limited. Undertaken in 2012 in the Northwest Territories, this particular EA saw a precedential engagement between traditional knowledge and western science. Although this EA did not take a gendered approach, Tłı̨chǫ women’s stories and participation in the EA supported the Tłı̨chǫ Government’s interests throughout the review process and in the final mitigation measures. Predominate scholarship does not typically cast Indigenous women as participants in or beneficiaries of EAs and resource extraction projects. Results from this thesis support more recent scholarship that urges for an ethnographic and contextual analysis of each scenario. Ethnographic methods helped me to reveal the culturally specific, diverse and complex ways Tłı̨chǫ women participated and shared their stories in the Fortune Minerals EA. Tłı̨chǫ women’s stories, I found, were important and relevant to the Mackenzie Valley Environmental Impact Review Board’s assessment of the potential social and ecological impacts of the NICO project. I conclude that this EA is exemplary of Indigenous women’s agency within a regulatory process and offer suggestions for how to incorporate a gender-based analysis into future EA processes. / Graduate / 0733 / 0326 / janellek@uvic.ca

Indigenous societies discuss the importance of Mother Earth for their well-being and many are working to regain control of their lands and waters and how they are used. Critically, many state that land access strengthens culture and traditional (ecological) knowledge. In this research I tried to determine if the reality reflects the rhetoric, looking particularly at how the concepts of economic development and traditional knowledge interact with each other, and impact Indigenous resource management. The case study focused on the Nova Scotia Mi’kmaq, examining the process of management implementation at a macro level. Sixteen semi-structured interviews took place in nine of thirteen communities. The results illustrated that economic development is necessary for Mi’kmaq sustainability and community sustenance, but also economic development is a needed political tool to gain power with the state. Further, traditional knowledge is connected to land management. With the loss of this knowledge due to colonialism and a greater influence of mainstream western liberal thought, respect for the land is reduced and this impacts Indigenous resource management practices. These factors also negatively impact relations between individuals and within the community as a whole. For true (Mi’kmaq) sustainability, resource management strategies should be based on Mi’kmaq values and practices and be wary of capitalist tendencies. / Thesis (Master, Global Development Studies) -- Queen's University, 2013-09-08 13:03:57.366

This inquiry began with a global question: Why are Aboriginal high school students underrepresented in the sciences? This led to the following series of questions: What is science? Is Aboriginal knowledge about nature and naturally occurring events science? What is science literacy? What are culturally responsive approaches to science education? The initial inquiry began as part of the Aboriginal Knowledge and Science Education Research Project, University of Victoria, British Columbia, Canada. Over time the inquiry morphed into two case studies. The first case study focused on a quantitative exploration to examine the current state of student performance in British Columbia secondary school science (Biology 12, Chemistry 12, and Physics 12), and mathematics (Principles of Mathematics 12). The examination of performance trends for over a decade confirmed the underperformance of Aboriginal students in secondary school sciences and mathematics when compared to non-Aboriginal students. The second case study sought to establish criteria, identify, and document a model project that incorporated the methods of western modern science (WMS) knowledge and ways of knowing represented by traditional ecological knowledge and wisdom (TEKW), local ecological knowledge (LEK), and indigenous knowledge (IK) in a local environment (place-based) and that was culturally responsive to students and faithful to science education principles. A model project was identified in British Columbia operating within the Heiltsuk First Nation territory by the Qqs (pronounced “kucks”) Projects Society. This project exemplified the Te Kotahitanga Project in Aotearoa/New Zealand by engaging student interns in science in place. Qqs partnered with a number of non-governmental organizations to develop the Supporting Emerging Aboriginal Stewards (SEAS) Initiative, whereby interns used WMS techniques to study their traditional territory in the Great Bear Rainforest. The SEAS project was deemed to make science more relevant for Aboriginal students, who may otherwise have rejected it because of a possible conflict with their cultural value systems and personal relevance. There is a persistent tension between science espoused by WMS, and the wisdom and sacredness of indigenous knowledge and wisdom (IKW). Finally, recommendations are proposed for a Two-row Wampum Belt or a trans-systemic practice that would enable IKW and WMS knowledge to operate in a spirit of mutual cultural responsiveness, followed by recommendations for future study. / Graduate

Esta dissertação estuda a obra de José Zanine Caldas, relacionando a sua trajetória de vida com o saber-fazer tradicional, com enfoque na época em que morou e trabalhou em Nova Viçosa, sul da Bahia, cidade para a qual fez um projeto urbanístico. Nela também teve uma oficina, onde desenvolvia casas chamadas de \"pré-elaboradas\", pois eram fabricadas na Bahia, montadas, desmontadas e enviadas para todo o Brasil, para serem remontadas em seu terreno definitivo. Na mesma cidade, projetou móveis que chamou de \"móveis-denúncia\". Este trabalho também estuda o saber-fazer de Zanine, descrevendo, portando, produção de móveis e casas, desde o corte da madeira. No caso das residências, também descreve a montagem no seu local definitivo. Para isso, fez-se a análise de uma casa \"pré- elaborada\" localizada no bairro do Morumbi, São Paulo. / Studies the work of José Zanine Caldas, relating his life trajectory with the traditional know-how, focusing on the time when he lived and worked in Nova Viçosa, south of Bahia, city for which he made an urban project and where he also had a manufactory, where he developed houses called \"pré-elaboradas\" (pre-elaborated). These houses were manufactured in Bahia, assembled, dismantled and sent all over Brazil to be reassembled in their definitive location. During the same period of time he also designed pieces of furniture called \"móveis-denuncia\" (furniture complaint). This research also studies the know-how of Zanine, describing the production of these pieces of furniture and houses since the cutting of the wood. In the case of residences, it describes the assembly at its final location. For this purpose, we analised one \"pre-elaborated\" house, located in the district of Morumbi, São Paulo.

International human rights committees and special rapporteurs on the situation for indigenous peoples have criticised Sweden for the domestic treatment of Sámi people and for not fully complying with indigenous rights on participation and consultation under international law. Participatory rights and consultation duties for indigenous peoples are important as they function as means of ensuring indigenous influence in decision making, giving effect to their substantive rights to land resources and culture. Swedish law acknowledges rights for Sámi people to be consulted in decision making. However, these peoples still do not have effective influence on issues that affect them in their role as indigenous peoples. As the extraction of natural resources and industrial and other development projects continues, the protection of indigenous Sámi rights in Swedish law need to guarantee that Sámi people have enough influence over land issues and in decision-making processes on matters that concern them. With their traditional knowledge, indigenous peoples may have an important role in environmental management and in efforts on climate change adaptation.

O presente estudo procurou compreender como se efetua a pesca da manjuba em Iguape-SP e qual a sua relação com o canal do Valo Grande: quais as modificações sofridas pela atividade pesqueira no município, antes, durante e após a construção da barragem no dito canal, e como os pescadores passaram a se organizar após essa interferência no meio ambiente. Objetivou compreender o modo de vida do pescador, através dos seus saberes tradicionais, e como esse modo de vida ainda resiste nos dias atuais, onde a tônica é pescar mais e mais, a fim de se obter uma renda maior. Enfim objetivou-se, mediante o diálogo entre teoria e conhecimento tradicional, mostrar como um pescador artesanal resiste num campo tão competitivo, como é a pesca da manjuba / The present study searched to understand a how to make the manjuba\'s angling in Iguape/SP and wich your relation with the Valo Grande\'s strait: with the modifications suffer the fishing grounds atictivities in the country, before, during and after the structure of the dam in the strait, and how the fisherman have been organized after these interferation in the environment. Objectified to understand the life mode of the fisherman, through of the their traditionals aware, and how this life mode still stard of the present time, where the tonic is fish more to more, in order to have more rent. After all objectified, by means of the dialogue between the theory and traditional knowledge to show how the fisherman resiste in the field so competition, how is the manjuba\'s fish

No mundo ocidental moderno [com o perdão pela generalização, e sem deixar de levar em conta as raríssimas exceções que se engajam em um movimento contrário], convivemos com o confronto entre duas posições opostas e aparentemente excludentes. De um lado, a crença em um Deus que rege o mundo material, mas com o qual esse mundo não interage, tendo em vista a sua condição de absoluto e inatingível. Do outro, a convicção racional de que só é aceitável cientificamente aquilo que se consegue comprovar materialmente o que, em tese, nega a existência de uma instância divina, confinando-a ao plano do imaginário. Esta tese propõe um resgate das instâncias intermediárias entre os mundos invisível e visível como forma de recuperar a integridade do pensamento e da vida do homem de nosso tempo. Baseia-se, para isso, no estudo da Ciência das Letras o sistema simbólico adotado pelo sufismo (ta½awwuf), ou mística islâmica, que converte as realidades espirituais em símbolos compreensíveis aos seres humanos e na idéia de imaginação, ou faculdade imaginal, que é a capacidade de realizar essa integração. / In the modern occidental world, with rare exceptions that are located primarily in currents of Philosophy, Psychology, Mysticism and Physics, we face a confrontation between two opposite and apparently contradictory positions. On one side, the belief in a God which reigns the material world, but with whom this same world does not interact due to this Gods condition of absolute unattainability. On the other side, the rational conviction that the only scientifically acceptable facts are the ones that can be materially proved which, theoretically, denies the existence of a divine instance, confining it to the imaginary ground. This thesis proposes a recapture of the intermediary instances between the visible and the invisible worlds as a way to recuperate the integrity of contemporaneous mans thought. Thus this work is based in the study of the Science of Letters, the symbolic system adopted by Sufism (ta½awwuf) or Islamic esotericism, which converts the spiritual realities in symbols that are comprehensible for human beings, and also in the idea of an imaginal world, that shelters this passage.

O estudo da Geografia nas escolas das comunidades ribeirinhas amazônicas permite leitura da complexidade do ambiente de várzea, terra firme e das relações socioeducativas, socioculturais e socioambientais, no sentido de perceber o mundo vivido por cada sujeito aprendente a partir da relação currículo-cotidiano-saberes tradicionais ou historicamente construídos, com a finalidade de exponenciar o mundo local, regional, nacional e global para que todos possam compreendê-lo e se posicionar como cidadãos e leitores críticos da realidade sistêmica que os envolve. Esta tese procura, através de seu objetivo geral, compreender a articulação entre o currículo, o cotidiano e os saberes tradicionais preexistentes na história de vida dos estudantes que frequentam as escolas ribeirinhas do município de Parintins, evidenciando os tipos de efeitos que geram nos seus matizes e nas suas representações sociais, culturais e históricas do lugar. Para adentrar no universo ribeirinho do município de Parintins foi necessário ter um olhar multirreferencial, alicerçado na fenomenologia; a navegação pelos trajetos da pesquisa permitiu desvendar parte das comunidades ribeirinhas de Parintins, quando se procura conhecer cada lugar para perceber a geografia existente e assim poder justificar, objetivar, problematizar e estabelecer hipótese, dentro de uma indefinição definida do lugar e do objeto da pesquisa. Neste percurso vivido, despontou as construções de saberes e o lugar de vida nas relações culturais, quando os saberes do passado vivenciados nos ensinamentos do presente fazem a Amazônia se destacar como um lugar de múltiplas construções de vida amazônica a partir da vida do ribeirinho, na qual construiu o seu lugar de vida, seja na terra firme e várzea. Ao ancorar na escola da água, da terra e floresta em Parintins, visualizou-se a Escola, currículo e ensino de Geografia na Comunidade de Menino Deus Itaboraí do Meio (várzea) e Santa Maria Vila Amazônia (terra firme), onde o ensino está ligado diretamente a uma proposta curricular de visão urbana, na qual não se permite uma leitura da geografia existente em cada comunidade ou lugar de vida, onde o ensino seriado ou multisseriado tornam águas turvas no conhecimento, conduzindo a uma aprendizagem conturbada e sem perspectiva de novas propostas para a escola de várzea ou de terra firme de Parintins. Nesta perspectiva aprofundou-se o olhar para perceber a geografia e cartografia nas escolas das comunidades ribeirinhas de Parintins a partir de cada resposta ou desenho realizado pelos estudantes em confronto com a geografia existente nos livros didáticos, utilizado como fim e não como meio, mas como recurso didático que emerge de quem o utiliza. Então, entre o risco e o rabisco do estudante, passa-se a ter uma visão da realidade de cada aprendente, considerando que o saber tradicional nas comunidades ribeirinhas de Parintins são possibilidades didáticas para ensinar e aprender Geografia. Percebe-se a necessidade de discussões coletivas para se tentar construir um currículo multicultural que oportunize o fortalecimento do sentimento de pertencimento do estudante da escola de várzea e terra firme a partir da importância do lugar vivido como lugar de vida. / The study of Geography in schools of Amazonian riverside communities allows us to read the complexity of the floodplain and upland environments and the socio-educational, sociocultural and social-environmental relations, leading to the perception of the world lived by each individual learner, from the relation between curriculum-daily life-traditional or historically constructed knowledge, with the purpose of highlighting the local, regional, national and global world, so that everyone can understand it and position themselves as citizens and critical readers of the systemic reality that surrounds them. This thesis seeks, through its general objective, to understand the articulation between the curriculum, daily life and traditional knowledge existing in the life stories of students who attend riverside schools in the city of Parintins, showing the kinds of effects that are generated in nuances and in the social, cultural and historical representations of the place. To enter the riverside universe of the city of Parintins, it was necessary to have a multi referential look, grounded in phenomenology; by navigating the routes of the research, part of the riverside communities of Parintins were unraveled, while we tried to get to know each of the places to identify the existing geography and then be able to justify, objectify, discuss and establish a hypothesis, within a definite vagueness of the place and object of research. In this experienced course, constructions of knowledge were revealed as well as the place of living in cultural relations, when knowledge from the past, experienced in the teachings of today, make the Amazon stand out as a place of multiple constructions of Amazonian life, starting from the riverside life, where they built their place of living, whether in upland or floodplain. When anchoring in the school of water, land and forest in Parintins, we could visualize the school, curriculum and teaching of geography in Menino Deus community-Itaboraí do Meio (floodplain) and Santa Maria Vila Amazônia (upland), where teaching is directly linked to a curriculum proposal based on a perspective from the city, which does not allow us to explore the geography in each community or place of living, where single-grade or multi-grade teaching become turbid waters, leading to troubled learning with no prospect of new proposals for floodplain or upland schools in Parintins. In this perspective, a closer look was given in order to perceive the Geography and Cartography in schools in the riverside communities of Parintins based on each answer or drawing done by students, in comparison to the existing Geography content in textbooks, used as an end and not as a means, but being the only teaching tool, to emerge of those using it. So, among students cartographic scratches, we could view the reality of each learner, considering that the traditional knowledge in riverside communities of Parintins is a didactic possibility for teaching and learning Geography. It is observed the need for collective discussions to try to build a multicultural curriculum that encourages the strengthening of the feeling of belonging by students from floodplain and upland schools, based on the importance of the inhabited place as a place of living.

O foco do presente Doutorado cinge-se ao tema Biopirataria reflexionando sob a criação de um respectivo tipo penal. Não obstante a ausência de uma conceituação jurídica uníssona sobre Biopirataria parte-se da concepção primordial de um acesso irregular ao Patrimônio Genético e ainda, aos Conhecimentos Tradicionais associados. Não se olvide todavia que, ao lado destes dois grandes nortes, comportamentos outros igualmente conformam a problemática, demandando coibição, ad exemplum, a não repartição dos benefícios, ou ainda, a anormalidade no uso do Patrimônio Genético ou dos Conhecimentos Tradicionais associados, na remessa para o exterior, no transporte e armanezamento do Patrimônio Genético, na divulgação dos Conhecimentos Tradicionais associados e, enfim, variadas condutas contra a Administração da Biodiversidade. Sob uma metodologia monotemática, teórica e científica, investiga-se infindável material bibliográfico para solver assunto contemporâneo e político. A partir de duas premissas, quais sejam, o princípio do menor custo moral que funda eticamente toda a altercação sobre a interação homem e natureza e ainda, o inestimável valor do fato avaliado que justifica a incidência do Direito Penal, alcançou-se a ilação acerca da imprescindibilidade de um concernente tipo penal. Destarte, o deslinde é no sentido de uma incriminação, cujo Bem Jurídico Penal capital sagra-se como sendo a Biodiversidade, perfilhada esta como a diversidade biológica, sem esquecer contudo, de todo um cogente arcabouço tanto jurídico nacional e internacional quanto sócio-econômico para ofertar amparo à resolução desta controvérsia. / The focus of this doctoral thesis is on the subject of Biopiracy and the same time it is a reflection about the establishment of a specific criminal offense. Despite the absence of a unison legal concept on Biopiracy, it starts from the primordial conception of an irregular access to genetic heritage and also to its associated Traditional Knowledge. We should not forget however that, along these two great guidelines, there are other type of behaviors that compound to the problem, which demand restraints, ad exemplum: not sharing the benefits, or even, abnormal use of Genetic Heritage and of its associated Traditional Knowledge in the remittance abroad, in the transport and the storage of Genetic Heritage, in the dissemination of associated traditional knowledge and, finally, in various procedures which are against the administration of Biodiversity. According to the theoretical, scientific and monothematic methodology, we researched endless bibliographic material to settle this contemporary political issue. From two premises, namely, the principle of the lower moral cost on which are based, ethically speaking, all altercation on the interaction between man and nature and also the priceless value of the evaluated fact, which justifies the incidence of criminal law, a conclusion was reached, and it is regarding the indispensability of a relative criminal offense. Thus, the inquiry is regarding criminality, whose capital Legal goods are consecrated as being Biodiversity, endorsed as biodiversity, without forgetting, however, an entire cogent framework both of the national and international judicial branches and of the socio-economic development to offer support to the resolution of this controversy.